RBT practice test 4

C: When a dimension of it can be counted or timed. Measurable means some feature of the behavior, such as how often, how long, or how soon after a cue, can be counted or timed.

• A: Severity does not make a behavior measurable.
• B: Measurability does not depend on behavior looking the same across clients.
• D: A behavior can be measured whether or not its cause is known.

Task A.5 · 40-hour curriculum section C

C: Lock the screen or log out before stepping away. Confidential records must be protected wherever an RBT works (Standard 2.08). Locking or logging out prevents anyone from seeing client information while the device is unattended.

• A: A partly closed screen can still be opened or read.
• B: A stranger could read the screen, and the laptop is left unsecured.
• D: A startup password does not protect a session that is already open.

Task F.5 · RBT Ethics Code 2.08

C: "when the client is angry". Anger is an inferred internal state that observers cannot see. The rest of the definition describes the observable action and what it contacts.

• A: Striking is the observable action itself.
• B: This tells observers what the hit must contact, which is observable.
• D: This describes the form of the action, which is observable.

Task A.5 · 40-hour curriculum section C

C: Ignoring does not stop the screaming from getting the client out of tasks. Extinction must withhold the specific reinforcer that maintains the behavior. Here the reinforcer is escape, so the task must stay in place; withholding attention does nothing to that contingency.

• A: Ignoring withholds attention, so it fits attention-maintained behavior, not tangible-maintained behavior.
• B: Withholding attention for attention-maintained behavior is extinction, not punishment.
• D: Pairing with time-out is not a requirement; the problem is that ignoring does not withhold escape.

Task D.4 · 40-hour curriculum section E

B: Listen, acknowledge it and tell the supervisor so goals can be discussed. Goals are set by the supervisor together with the family, and caregiver priorities are important input. The RBT's role is to listen and make sure the supervisor hears the concern.

• A: Requiring a written request delays the concern and is not the RBT's decision to make.
• C: Goals can be revised; dismissing the caregiver's priorities is not the RBT's call.
• D: The RBT cannot change goals on their own.

Task E.1 · RBT Ethics Code 2.06 · 40-hour curriculum section F

A: Imitation of the punishment the child receives. People who are punished may imitate the punishing behavior they see. Using punishment can model the very behavior the plan wants to reduce.

• B: Yelling at the sibling is not an extinguished behavior returning after time away.
• C: No reinforcement was withheld, so this is not an extinction burst.
• D: Response variation occurs during extinction, not as copying of punishment.

Task D.6 · 40-hour curriculum section E

C: As possible reinforcers, as the supervisor directs. The main use of results is choosing items to try as reinforcers in teaching and behavior plans, following the supervisor's directions.

• A: Withholding top items from sessions defeats the purpose of the assessment.
• B: The point is to use preferred items, not to remove them.
• D: Giving items noncontingently at the start is not the typical use and could reduce their value.

Task B.1 · 40-hour curriculum section D

D: Behavior on intermittent schedules tends to keep occurring longer when reinforcement stops.. Behavior maintained on intermittent schedules is usually more resistant to extinction, and thinner schedules are closer to what the client will meet in natural settings. That is why schedules are thinned after acquisition.

• A: Continuous reinforcement, not intermittent, usually produces the fastest acquisition.
• B: On any reinforcement schedule, the reinforcer still depends on the behavior.
• C: No schedule guarantees that an extinction burst will never occur.

Task C.1 · 40-hour curriculum section A

D: Crying, anger or aggression. Emotional responses, such as crying, anger and aggression, are well-known side effects of punishment, along with escape and avoidance.

• A: Punishment does not teach new skills; it only reduces behavior.
• B: Punishment more often makes the person who delivers it aversive.
• C: If the behavior increases, the consequence was not a punisher.

Task D.6 · 40-hour curriculum section E

C: A stereotype that can bias the RBT. Assuming something about a person because of a group they belong to is a stereotype. Noticing such thoughts and checking them against each family's actual behavior is part of identifying personal biases.

• A: It is a generalization about a group, not a summary of any family's data.
• B: Responsiveness means learning about each family, not assuming things about them.
• D: A multiple relationship is a mixing of roles, not a belief about a group.

Task F.10 · RBT Ethics Code 1.07 · RBT Ethics Code 1.08

D: Inconsistent wording can slow learning and muddy the data. Consistent implementation is part of procedural fidelity. When staff change the instruction, the client gets mixed cues and the data no longer show how the written procedure is working. The concern should go to the supervisor.

• A: Longer, varied instructions during acquisition usually make the task harder, not faster.
• B: A generalization probe is planned by the supervisor; changing the wording on one's own is not.
• C: Both sets of data are affected; the fix is for both staff to follow the plan.

Task C.3 · 40-hour curriculum section E

C: Access to tangibles. This is the tangible condition. High behavior when problem behavior produces the toy suggests the behavior is maintained by access to the item.

• A: Attention is tested in a different condition, where attention follows problem behavior.
• B: No tasks are presented in the tangible condition.
• D: The behavior was highest when it produced a socially delivered item, which points to a social function.

Task D.1 · 40-hour curriculum section A

C: Schedule changes. Task E.3 names illness, medication and schedule changes as examples of variables to report and document in a timely manner.

• A: Interobserver agreement is a measure of data reliability (task A.8), not a variable in the client's life.
• B: Prompt hierarchies are part of teaching procedures (task C.7), not an example given for E.3.
• D: Mastery criteria are part of the plan's teaching procedures, not an example given for E.3.

Task E.3 · 40-hour curriculum section F

B: They show whether the goals and procedures are acceptable and workable. When caregivers and teachers find goals and procedures acceptable and practical, a plan is more likely to be carried out and kept up. Their concerns help the supervisor judge this, which is part of a plan's social validity.

• A: The supervisor decides procedures; concerns inform that decision.
• C: Concerns add to the data; they do not replace it.
• D: Behavior change is measured with data, not opinions.

Task E.1 · 40-hour curriculum section F

B: An increasing trend. The data path rises from the first session to the last, so the overall direction, the trend, is increasing.

• A: The data path goes up, not down.
• C: The values change steadily in one direction, so there is a clear trend.
• D: The points rise steadily without large jumps up and down.

Task A.7 · 40-hour curriculum section C

C: Response maintenance. The teen continues to perform a learned skill, in the same setting, long after teaching ended. That is response maintenance.

• A: Acquisition is the learning of a new skill; this skill was learned a year ago.
• B: Response generalization would involve new, untaught forms of the skill.
• D: Stimulus discrimination is responding differently to different stimuli, which is not described.

Task C.9 · 40-hour curriculum section A

B: Provide a current, accurate set of relevant credentials. RBTs provide a current and accurate set of their relevant credentials to employers and supervisors when asked. This lets the people responsible for their work confirm what they are qualified to do.

• A: The code says RBTs provide their credentials to employers and supervisors on request.
• C: One old document is not a current and accurate set of relevant credentials.
• D: Providing them is the RBT's own responsibility under the code.

Task F.6 · RBT Ethics Code 1.05

C: Many programs use both, as the supervisor decides. The two approaches complement each other: structured trials give many practice opportunities, and naturalistic teaching supports generalization and spontaneous use. The supervisor chooses the mix.

• A: No such rule exists; the two can be used at the same time.
• B: Many clients receive both as part of one plan.
• D: Naturalistic teaching is used with teens and adults as well.

Task C.4 · 40-hour curriculum section E

A: The RBT used frequency recording; the supervisor used permanent product recording. The difference is when and what is counted: the behavior as it occurs (frequency recording) or the lasting result after it is done (permanent product recording).

• B: The RBT counted each response as it happened, which is frequency recording, not a count of the product.
• C: The supervisor counted the finished product afterward, which is permanent product recording.
• D: This reverses the two: the live tally is frequency recording, and the later count of the finished puzzle is permanent product recording.

Task A.3 · 40-hour curriculum section C

C: They use reinforcement instead of punishment. Differential reinforcement reduces problem behavior by reinforcing other responses, so the client gains access to reinforcement instead of losing it.

• A: Most differential reinforcement includes extinction, which withholds the reinforcer for problem behavior.
• B: Change usually takes time; no procedure always works within one or two sessions.
• D: Data are collected on all procedures so the supervisor can judge progress.

Task D.3 · 40-hour curriculum section E

D: Echoic. An echoic repeats a vocal model with the same sounds. Echoics are often used as prompts for mands and tacts in naturalistic teaching.

• A: The child is not asking for anything; they are repeating a sound.
• B: A tact is controlled by a nonverbal stimulus such as an object or picture, not by someone else's sound.
• C: An intraverbal is a different response to someone's words; this one matches them.

Task C.4 · 40-hour curriculum section A

D: They are rearranged and presented on the next trial. In MSWO, the chosen item is left out and the remaining items are presented again, usually with their positions changed, until all items are chosen or the client stops choosing.

• A: Returning the chosen item is MSW, not MSWO.
• B: Presenting items alone describes single-stimulus assessment.
• C: The session continues with the remaining items.

Task B.1 · 40-hour curriculum section D

B: Review the assessment instructions and gather the materials. Preparing for an assessment means knowing the procedures and having the required materials ready, so the assessment runs as designed.

• A: Practicing the items beforehand teaches the test and makes the results inaccurate.
• C: Which sections to give is the supervisor's decision, not the RBT's.
• D: Telling the client the answers makes the results meaningless.

Task B.2 · 40-hour curriculum section D

D: Changes in the RBT's fidelity scores and the client's progress after training. Supervision is evaluated by its effects: changes in the RBT's performance, such as procedural fidelity, and in client outcomes. The handbook lists ongoing evaluation of the effects of supervision as a supervision activity.

• A: Scheduled meetings show supervision occurred, not whether it worked.
• B: Satisfaction is useful, but it does not show whether performance changed.
• C: Billing hours do not show whether supervision improved performance.

Task F.4 · RBT Handbook p. 17

A: It reinforces turning the tap and cues wetting hands. In a chain, the stimulus change produced by each step works as a conditioned reinforcer for that step and as the discriminative stimulus for the next step.

• B: The terminal reinforcer comes at the end; running water is an early link.
• C: Running water is a natural result of the step, not a prompt the RBT adds.
• D: Each step's result does affect the chain by linking it to the next step.

Task C.5 · 40-hour curriculum section E